few_shots: Example:
Problem/activity:
Problem 1
Solve using the standard algorithm. If you get stuck, use an area model and/or the partial products algorithm to help. Then assess the reasonableness of your answer.
a.
$$5,803\times46$$
b.
$$63\times2,116$$
Problem 2
Dunkin' introduced a croissant doughnut in 2014. In the first three months of its debut, they sold 7,870 dozen of them per day. How many croissant doughnuts were sold in the first three months?


Mathematical concept/skill options: 
A. Use place value understanding and properties of operations to perform multi-digit arithmetic. (A range of algorithms may be used.)
B. Understand place value.
C. Understand the place value system.
D. Extend the counting sequence.
E. Work with numbers 11–19 to gain foundations for place value.
F. Use place value understanding and properties of operations to perform multi-digit arithmetic.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
G. Perform operations with multi-digit whole numbers and with decimals to hundredths.
H. Generalize place value understanding for multi-digit whole numbers.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
I. Use place value understanding and properties of operations to add and subtract.


Thought: This set of problems asks students to perform multiplication, which is an operation, on multi-digit whole numbers.
Answer: G

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_000674

5
options: Apply and extend previous understandings of arithmetic to algebraic expressions.

Generate and analyze patterns.

Understand solving equations as a process of reasoning and explain the reasoning.

Understand and apply properties of operations and the relationship between addition and subtraction.

Analyze patterns and relationships.

Create equations that describe numbers or relationships

Understand the relationship between zeros and factors of polynomials.

Represent and solve equations and inequalities graphically.

Solve systems of equations.

Work with equal groups of objects to gain foundations for multiplication.

Use properties of operations to generate equivalent expressions.

Represent and analyze quantitative relationships between dependent and independent variables.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Rewrite rational expressions.

Write expressions in equivalent forms to solve problems.

Reason about and solve one-variable equations and inequalities.

Write and interpret numerical expressions.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Perform arithmetic operations on polynomials.

Gain familiarity with factors and multiples.

Add and subtract within 20.

Work with radicals and integer exponents.

Work with addition and subtraction equations.

Represent and solve problems involving multiplication and division.

Use polynomial identities to solve problems.

Understand properties of multiplication and the relationship between multiplication and division.

Interpret the structure of expressions.

Solve equations and inequalities in one variable.

Understand the connections between proportional relationships, lines, and linear equations.

Use the four operations with whole numbers to solve problems.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Multiply and divide within 100.

Represent and solve problems involving addition and subtraction.

Analyze and solve linear equations and pairs of simultaneous linear equations.
problem_activity: Narrative
In this task, students create their own word problems that must have a specific answer and follow additional constraints involving the type of operations that could be used to solve the problem or the size of the numbers they can use (MP2, MP4).
Launch
Groups of 2
Activity
5 minutes: independent work time
10 minutes: partner work time
Student Facing
Elena, Noah, and Han each created a problem with an answer of 1,564.
Elena used multiplication.
Noah used multi-digit numbers and addition only.
Han used multiplication and subtraction.
Write a problem that each student could have written. Show that the answer to the question is 1,564.
Elena‘s problem:
Solution:
Noah‘s problem:
Solution:
Han‘s problem:
Solution:
Student Response
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Activity Synthesis
Select 1
–2 students to share the problem they created for each constraint.
Consider asking:
“How did you start?”
“How did you make sure 1,564 would be the answer? How did you make sure your problem would match what each student used?”


correct_option_index: 29